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Supporting & Embedding CPD for BCE

Supporting & Embedding CPD for BCE. Helen Blanchett, JISC Netskills. Today. Understanding BCE in FE What activities are involved? What skills and attributes are needed? How are these skills currently supported & developed? Present project outputs & activities How you can contribute.

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Supporting & Embedding CPD for BCE

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  1. Supporting & Embedding CPD for BCE Helen Blanchett, JISC Netskills

  2. Today Understanding BCE in FE What activities are involved? What skills and attributes are needed? How are these skills currently supported & developed? Present project outputs & activities How you can contribute

  3. Business & Community Engagement • JISC programme since 2007 • "the strategic management, by higher and further education institutions, of relationships with external partners and clients, and of the associated knowledge exchange and workforce development services." • BCE strands • Knowledge exchange, Employer engagement, Lifelong learning, Public engagement • BCE 'practitioners' • Staff engaged with external businesses & communities • Translators, brokers, 'boundary spanners'

  4. What is your role in engagement?What activities does it involve?

  5. Background 2008-10 Supporting CPD, Training & Staff Exchange for BCE • Determine support and enhancement needs of existing BCE training provision and BCE practitioners • Design, in conjunction with stakeholders, a training support package • Pilot, deliver and evaluate the training package in collaboration with partner organisations

  6. Outcomes Supporting CPD, Training & Staff Exchange for BCE • Enriched access to national CPD opportunities through targeted online technology • Improved and broadened capability of how to achieve embedded CPD amongst BCE practitioners • Enhanced professional development of BCE practitioners and improved capability in their use of technology as an enabler of BCE

  7. BCE Practitioners • Multi-domain skills base • Identifying skills a challenge • Identifying practitioners a challenge! • ‘Sole traders’ • BCE roles or activities? • Terminology

  8. Institutional support • Provision fragmented / non-existent • Who has responsibility for BCE? • Lack of acknowledgement of activities • Contracts don’t include BCE • Lack of career progression • Each institution is different • Targeting CPD

  9. Collaboration

  10. Self-evaluation tool 2008-10 Supporting CPD, Training & Staff Exchange for BCE • Created a pilot online self-evaluation tool • Based on AURIL's CPD framework for Knowledge Transfer • Maps to development resources • http://www.netskills.ac.uk/bcecpd/

  11. Supporting & Embedding CPD for BCE • Working with AURIL (and others) to update framework • Broadened to include all aspects of BCE • What is common across all BCE activities? • Running survey / interviews / focus groups • Further resources to improve institutional support • Online tool will be updated

  12. Enhance & support CPD for individual BCE practitioners • Further developing the online self-evaluation • Improved metadata and targeting • Providing targeted access to development resources based on an individual diagnostic • Incorporating the new framework • Designed for long-term sustainability

  13. In future, the tool will show how these resources can contribute to gaining accreditation. The user / BCE practitioner is at the core Accreditation Development Resources sdfd Skills & Attributes BCE Practitioner Framework Providers The user is then guided to resources to help meet identified gaps The self-evaluation allows the user to measure their skills and attributes

  14. What key skills are required for successful engagement?What personal attributes are needed?

  15. How are these skills supported?How should they be supported?

  16. www.netskills.ac.uk/bcecpd helen.blanchett@ncl.ac.uk

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